623 words essay on The Defects in Our Educational System (India)

ByKunal

Free sample essay on The Defects in Our Educational System (India). The Indian school syllabi for all subjects, particularly at the elementary school level are not commendable. The syllabi are not suitable to the young.

The Indian school syllabi for all subjects, particularly at the elementary school level are not commendable. The syllabi are not suitable to the young. The students of a former generation learnt grammar and comprehension exercises only from the sixth standard. It is quite unimaginative that the children, aged six or seven, should study grammar. It is with great difficulty that they have to be taught grammar. This is with regard to the English syllabus. If you take Science, Tamil or Mathematics the children are expected to learn what is beyond their grasp.

In the American system of education till age seven or eight, the children attend only the playschool. They are asked to play with toys and to name the various parts of the toys. They play merrily. They learn some basic words and are asked to spell them. A young child should not be treated as though it is intellectually mature. The school syllabi put the children to great mental strain. Of course, when the children are compelled to learn certain lessons beyond their grasp they somehow learn them. This system of overloading the children with information beyond their grasp is not justifiable. It is high time that the educational authorities thought of this problem.

This is one side of the picture of our educational system. At the higher level the students do not develop the spirit of original thinking and inquiry. The Indian educational system is such that it does not give scope for original thinking and writing. Even at the college level our educational system is not research-oriented. Of course, there are a few students who excel in research. The students memories certain portions from their textbooks important from the viewpoint of the examination. They write the examination and pass. In the US and other countries there is the tutorial system. A group of students discuss their doubts with their tutor and they have a clear grasp of their subjects. Daily assessment of the students’ knowledge and their day-to- day performance in the class are of great importance. Examinations alone should not be relied upon as the means of assessing a student’s knowledge.

It is said that most of the Nobel-prize winners are in the U.S.A., Germany, Britain and other countries. It is because the scientists there are doing constant research. Our educational system should be developed to suit the modern age.

The grading system, the system of grading students according to their intelligence and assessing their aptitudes is absent in India. In the U.K. and in the U.S.A. students are categorised as having an inclination for Mathematics, Physics, Literature, Biology, Zoology, Medicine, and Computer Science and so on. This assessment is quite important from the viewpoint of a student’s development in the particular subject in which he is interested. A student with a bent for literature cannot fare well in Mathematics and his educational career is spoilt if he studies a subject unsuited to his interest. Students should specialize in the subjects of their choice. Of course the students themselves know in which subject they are interested in, but an assessment of their aptitude in the initial stage, will be very helpful to them.

Another defect in our educational system is that the students are not classified as average and above average. Students with exceptional intelligence, with striking originality, with an outstanding skill, should be given education in schools meant for outstandingly bright students, who can be called geniuses. It is a psychological truth that the average students and the students who are above average should not be educated together. This truth is still not realised by the Indian educationists. It is high time that we adopted the system of classification of students according to their intelligence and aptitudes.